At Western Reserve Academy, every student is supported in their journey to flourish — academically, emotionally and personally. The Academic Center, affectionately known as The TAC, is a welcoming, student-centered space designed to help students thrive in WRA’s rigorous college preparatory environment.
Located on the lower level of the John D. Ong Library, the TAC is staffed by dedicated learning support professionals who provide individualized attention in a friendly, nonjudgmental setting. Whether a student is working to strengthen their study habits, manage their workload or build confidence in a specific subject, the TAC is here to help.
TAC learning specialists work one-on-one with students to:
- Develop effective study skills
- Improve organization and time management practices
- Enhance writing and critical-reading skills
- Improve self-advocacy skills
- Manage their workload
In collaboration with parents, faculty, advisors, deans, counselors and outside professionals, the TAC team takes a holistic approach to supporting each student’s academic and personal growth.
Whether you're meeting short-term with a learning specialist, connecting regularly for ongoing support, or joining a peer-led study group, the TAC offers flexible, responsive and personalized support — right when you need it.
Have questions or want to learn more? Contact Julie Badynee, Director of The Academic Center, at [email protected] or (330) 650-9770.
Meet Our Office
Take a deeper dive into the TAC and the academic strategies, resources and support they offer to help all learners reach their full potential:
| Academic Support | Advocacy | Peer Tutoring | Teaching & Learning |
|---|---|---|---|
| Learning Specialists provide academic support to individuals and small groups throughout the academic day and structured Study Hall in the evenings. Areas of focus often include executive functioning, study skills, reading comprehension, writing, and self-advocacy, helping students develop the strategies they need to succeed across a range of subjects. | For students with documented learning profiles, Learning Specialists create personalized Learning and Accommodation Plans and ensure proper implementation. Through ongoing collaboration with students, parents, faculty, and advisors, they monitor progress and adjust plans to help students meet their academic goals. | The Academic Center oversees WRA’s peer tutoring and Writing Center program, connecting students with specially trained and teacher-recommended sophomores, juniors, and seniors. This peer-to-peer model creates a welcoming, collaborative environment for content support across disciplines, encouraging both academic growth and student leadership. | Learning Specialists partner with classroom teachers to incorporate differentiated instruction that supports diverse learning styles. The Academic Center also offers professional development workshops, equipping faculty with tools and research-based strategies to better meet the needs of all learners in their classrooms. |
Educational Accommodations Available at WRA
Western Reserve Academy is committed to support students who require moderate educational accommodations in order to be successful. While we do not offer modifications that change the nature or core requirements of our curriculum, we do provide accommodations that promote access and equity.
Common Accommodations Available at WRA:
- 50% extended time on assessments
- Preferential seating
- Use of audiobooks
- Text-to-speech support for lengthy written assessments
- Speech-to-text tools for extensive reading assignments
- Use of a four-function calculator
How to Request Accommodations
If a student has a diagnosed learning difference, attention disorder, or social-emotional condition that significantly impacts academic functioning, they may qualify for accommodations at WRA. Families must submit formal documentation from a qualified professional. Once received, WRA requires up to three weeks to create a Learning and Accommodations Plan, which will be shared with the student’s teachers, advisor, and parents.
We accept documentation from one of the following:
A Neuropsychological Evaluation (within the last 3 years) including:
- A clearly defined DSM-V diagnosis
- Full developmental, medical, and academic history
- Comprehensive cognitive and academic testing
- Functional limitations with corresponding accommodation recommendations
Or, an Evaluation Team Report (ETR) or public school document (within 3 years) that includes:
- All of the above information
- A 504 Plan or IEP confirming the diagnosis
Note: A previous school's learning plan alone is not sufficient.
A full clinical assessment within the last three years, including:
- A clearly defined DSM-V diagnosis
- Psychosocial history
- Behavior rating forms from multiple sources (student, parents, teachers)
- Cognitive proficiency tests for working memory, processing speed, attention and concentration
- Functional limitations with corresponding accommodation recommendations
Or, a public school ETR or equivalent document that includes a 504 Plan or IEP confirming ADHD
Note: A doctor’s note alone is not sufficient.
(e.g., Depression, Anxiety Disorders)
A Clinical or Diagnostic Evaluation (within the last year) including:
- A clearly defined DSM-V diagnosis
- Medical, developmental, and academic history
- History and severity of presenting symptoms
- Functional limitations with corresponding accommodation recommendations
Or, a public school ETR with a documented need in a 504 Plan or IEP
Note: A doctor’s note alone is not sufficient.
Standardized Testing Accommodations
WRA supports families in applying for accommodations on College Board and ACT exams. Please note:
- Only the accommodations listed in a students WRA Learning and Accommodation Plan can be submitted.
- Accommodations for WRA classes do not guarantee approval from the College Board or ACT, which make their own eligibility decisions.
WRA Based-Evaluations
In some cases, WRA may offer school-based evaluations to assess attention, learning, or emotional concerns observed in the classroom. These are initiated at the discretion of TAC or the Counseling and Psychological Services team and are intended to support early intervention.
Referrals can come from the student, a parent, or a faculty member. If initial interventions (such as peer tutoring or check-ins with TAC staff) do not resolve concerns, a screening may be conducted to determine if further support is needed.
Indicators that may prompt an evaluation:
- Persistent low grades
- Repeated difficulty with test performance despite homework completion
- Significant concerns raised by teachers
- Spending excessive time on homework or assessments
Families interested in a comprehensive neuropsychological evaluation may request referrals for outside provides. WRA can provide fee-based options upon request.